Teaching strategies in chemistry practices in the first year of an undergraduate degree
DOI:
https://doi.org/10.55777/rea.v18i36.6794Keywords:
Laboratory practice sessions, Chemistry, Higher Education, Flipped Classroom, Problem-Based LearningAbstract
This study compares different teaching-learning strategies in chemistry laboratory practices: (1) inverted classroom; (2) problem-based learning. For this purpose, the learning outcomes of the participants who are enrolled in two chemistry subjects taught in the first year of the Degree in Marine Sciences at the University of Las Palmas de Gran Canaria are taken into account. These results improve with strategy (2) in the subject General Chemistry (second semester), with 78.8% of students achieving a grade ≥9 out of 10, while 6.1% exceed 9 in the subject Fundamentals of Chemistry (first semester). The participants are satisfied with the practices, with what they have learned and with the work they have done, giving these items scores between 4.28 and 4.57 on a 5-point Likert scale. The limitations of this study are mainly associated with the semester in which the subjects are taught. The comparison should be established in the same subject and with students with the same profile. The results of this work can help to rethink the teaching and learning processes in the laboratory practices of basic chemistry subjects.
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